Helping Teachers Teach: A School Library Media Specialist's Role [Paperback]

Philip M. Turner (Author), Ann Marlow Riedling Ph.D. (Author)

Book Description

Publication Date: August 30, 2003 | ISBN-10: 159158020X | ISBN-13: 978-1591580201 | Edition: 3

This book is the third edition of a very popular book describing in depth one of the many roles of the school library media specialist. It has been updated to include the changes in technology, national guidelines and standards and to explain the library media specialists continuing role as an instructional consultant in schools. Previous editions of this book have been widely used in library instruction classes throughout the country and this edition should prove to be a very popular update.

Thoroughly updated to include chnages in technology and national standrds, this widely used text describes the many roles of the school library media specialist.

Editorial Reviews

From School Library Journal

An organized and comprehensive treatment of one of the roles of a school library media specialist--instructional consultant. This third edition of the title mentions that the term "instructional consultant" changed to "instructional partner" with the publication of Information Power in 1998; however, the authors consistently use the older term. In addition to mentioning the impact of Information Power on formally defining the roles of school library media specialists, this edition recognizes changes in technology and in cognitive psychology, and the current education reform initiatives. The first half of the book defines the role of instructional consultant in relation to the other roles of a school librarian, and the latter sections detail parts of the instructional design process. One of the initial chapters, "A Levels Approach to Helping Teachers Teach," outlines various gradations of involvement; "initial level," "moderate level," and "in-depth level" are explained in following chapters. A sample unit, answers to the end-of-chapter "thought provokers," an excerpt from a policy and procedure manual, and a student learning styles survey are a few of the finds in the appendixes. This title has wide-ranging possibilities for use--from textbook in a library-science course to an addition in the professional reading collection.--Beth Jones, Shelby County High School, Shelbyville, KY
Copyright © Reed Business Information, a division of Reed Elsevier Inc. All rights reserved.

From Booklist

Using a levels approach, this book examines instructional design and the role of the school library media specialist in that process. Levels range from no involvement to initial, moderate, and in-depth levels; details are provided for each level and suggestions are given on ways to advance to the next. The second part of the book discusses each instructional design step: needs assessment, learner analysis, instructional objectives, assessment of student performance, strategies and activities development, material selection, implementation, and evaluation. In each case, involvement by the school library media specialist is described, with sample scenarios given to concretize practice. Unfortunately, issues of curriculum, time, and special populations are not well covered, and materials selection starts with format, which is contrary to instructional design. Although there is good information here, the authors place too much emphasis on levels. RBB
Copyright © American Library Association. All rights reserved

See all Editorial Reviews

Product Details

• Paperback: 308 pages
• Publisher: Libraries Unlimited; 3 edition (August 30, 2003)
• Language: English
• ISBN-10: 159158020X
• ISBN-13: 978-1591580201
• Product Dimensions: 10.9 x 8.4 x 0.9 inches
• Shipping Weight: 1.9 pounds (View shipping rates and policies)
• Amazon Best Sellers Rank: #932,707 in Books (See Top 100 in Books)

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